My personal expertise is the sum of a variety of very desperate experiences. These experiences range from personal conflicts to public meetings, from others faith in me to my faith in others. It is the sum of these experiences that has turned me into an advocate for what I believe to be right.
I developed my personal expertise as a result of support from my parents who set a solid foundation of always doing what was right when it is right. In addition to my parents setting the foundation of advocacy they also served as my initial advocates when I most needed their support. My parents may have set the foundation for my skills but it was my educational experience that completed the structure. Between the unwavering support of some of my teachers and the unending difficulties presented to me by the administration and school board; my educational experience with a combination of pushing and shoving. I was pushed onward and supported by my family and teachers, in most cases, and I was being shoved back by the administrators. This made me develop my skills as my own advocate. I had to push to receive the same education as my peers and I also had to innovate so as to achieve that without the help of the administration.
This series of educational experiences drove me to determine that no student should have to go through what I went through to receive an education. I became an advocate for and supported students who were doing everything within their power to achieve the same standards and goals as every other student even if it was through alternate means. With this goal in mind I became an advocate and somewhat of an expert on assistive technologies, with the hope that these two areas of expertise would help students who were in the same position that I was in achieve everything I did and more.
My skills as an advocate were pushed to the next level when I became a student representative on the local school board, where I advocated for the issues of all students within my school; before the group of adults who once made my educational experience so difficult. My advocacy skills were further developed by my appointment to a commission created by the Vermont State Board of Education called the Transformation Policy Commission. On this commission I learned how to advocate not just for a school and not just for individual students but for the future shape of education in Vermont as a whole. I was the sole student member and I solicited input from a variety of sources and was able to successfully influence the creation of and independently create several sections of The Opportunity to Learndocument.
It is from these diverse experiences that I can definitively say that I have a great deal of expertise as an advocate weather it arguing, debating or generally speaking my mind on issues that I care about or causes I believe in.
By: Kyle Weinreich
My personal expertise is the sum of a variety of very desperate experiences. These experiences range from personal conflicts to public meetings, from others faith in me to my faith in others. It is the sum of these experiences that has turned me into an advocate for what I believe to be right.
I developed my personal expertise as a result of support from my parents who set a solid foundation of always doing what was right when it is right. In addition to my parents setting the foundation of advocacy they also served as my initial advocates when I most needed their support. My parents may have set the foundation for my skills but it was my educational experience that completed the structure. Between the unwavering support of some of my teachers and the unending difficulties presented to me by the administration and school board; my educational experience with a combination of pushing and shoving. I was pushed onward and supported by my family and teachers, in most cases, and I was being shoved back by the administrators. This made me develop my skills as my own advocate. I had to push to receive the same education as my peers and I also had to innovate so as to achieve that without the help of the administration.
This series of educational experiences drove me to determine that no student should have to go through what I went through to receive an education. I became an advocate for and supported students who were doing everything within their power to achieve the same standards and goals as every other student even if it was through alternate means. With this goal in mind I became an advocate and somewhat of an expert on assistive technologies, with the hope that these two areas of expertise would help students who were in the same position that I was in achieve everything I did and more.
My skills as an advocate were pushed to the next level when I became a student representative on the local school board, where I advocated for the issues of all students within my school; before the group of adults who once made my educational experience so difficult. My advocacy skills were further developed by my appointment to a commission created by the Vermont State Board of Education called the Transformation Policy Commission. On this commission I learned how to advocate not just for a school and not just for individual students but for the future shape of education in Vermont as a whole. I was the sole student member and I solicited input from a variety of sources and was able to successfully influence the creation of and independently create several sections of The Opportunity to Learn document.
It is from these diverse experiences that I can definitively say that I have a great deal of expertise as an advocate weather it arguing, debating or generally speaking my mind on issues that I care about or causes I believe in.